SCHOOL Cabayabasan Elem.

School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter SECOND
DAILY LESSON SUBJECT ENGLISH DATE
PLAN WEEK 6 DAY MONDAY
I. Objectives Infer traits of characters from what they do or say in a story listened to.
Content Standards Demonstrates understanding of text types to construct feedback.
Performance Standards Identifies story perspective and text elements.
Learning Competencies/Objectives EN4LC-IIf-6
(Write the LC code for each)
II. Content Story “The Tomatoes of Peles”
III. Learning Resources big book story “The Tomatoes of Peles”, picture of tomato
References
1.Teacher’s Guide pages 167-168
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Audio-visual presentation
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson
Review of the past lesson.
Present picture of a tomato

B. Establishing a purpose for the lesson

Unlocking of difficult words.
(ENGAGE)
Refer to TG p.167

C. Presenting examples/ instances of the new lesson Do you have a garden at home? What plants grow in your garden? Read the story
(EXPLORE) about “The Tomatoes of Peles”.

D. Discussing new concepts and practicing new skills #1

(EXPLAIN)
F. Discussing new concepts and practicing new skills #2 Based on the story “The Tomatoes of Peles”, what did Peles feel when the seeds dis
(ELABORATE) not sprout? What dis Hugo say was his secret for growing healthy tomatoes? Dis
Peles follow Hugo’s advice? Why?
G. Developing mastery
(Leads to formative assessment)

H. Finding practical/ applications of concepts and skills in

daily living

I. Making generalizations and abstractions about the lesson What trait did Peles show in the story?
J. Evaluating Learning Directions: Answer the following questions.

1. What happened to the seeds that Peles planted?

2. What dis Peles feel when he saw his plants growing?
3. Why did Hugo praise him?
4. What lesson did you learned from the story?
K. Additional activities for application or remediation

V .Remarks
VI.Reflection
A. No. of learners who earned 80% on this formative
assessment
B. No. learners who require additional activities for
 remediation
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with other
teacher?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter SECOND
DAILY LESSON SUBJECT ENGLISH DATE
PLAN WEEK 6 DAY TUESDAY
I. Objectives Use suffixes and root words to get the meaning of words.
A. Content Standards Demonstrates understanding that words are of different parts and their meaning
changes depending on context.
B. Performance Standards Uses strategies to decode the meaning of words.
C. Learning Competencies/Objectives
EN4V-IIIf-6
(Write the LC code for each)
II. Content Suffixes
III. Learning Resources Chart, flashcards,story book, picture of a whale shark
References
1.Teacher’s Guide pages 169-170
2.Learner’s Materials pages 178-185
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Audio-visual presentation
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson
Do the drill. Refer to TG p.169
B. .Establishing a purpose for the lesson Solve the word puzzle. Choose the word from the box to finish the puzzle.
Refer to LM Read and Learn on p.178
C. Presenting examples/instances of the new lesson Do you remember the news about Kabang? What did he do to save the
children?
Show picture of a whale shark.
Talk about the picture.

read the story entitled Bing, the Little Whale Shark. by Jomiko Tejido.”

D. Discussing new concepts and practicing new skills #1 Refer to LM on p.179.

Do the Talk about it. Refer to LM on p.180.

E. Discussing new concepts and practicing new skills #2 Do the Find Out and Learn. Refer to LM on. P 181.

Answer the Do and Learn and Try and Learn. Refer to LM on pp. 182-
183.

F. Developing Mastery (Leads to Formative Assessment) Read the sentences taken from the story. Notice the underlined words.
Give the meaning of the words.
1. The sea became peaceful once more.
2. The whales were helpless against the visitors.

How did you find the meaning of the word?

Care-
 Fruit- -less child-

Tooth-
What words were you able to form?
What is the meaning of the newly formed words?

G. Finding practical application of concepts and skills in Complete the chart. Write down the words asked for. Use the suffix –less
daily living or –full.
Refer to LM on p. 184.

H. Making generalizations and abstractions about the lesson What is suffix?

I. Evaluating Learning Directions: Change the words inside the parentheses by using correct suffixes
to complete the meaning of the sentences.

1. Ryan loves being outdoor. He likes to sleep in his tent. He loves star gazing.
However, tonight the sky is_________(no stars).
2. The plants in the yard are ______(no flowers). The trees are______(no fruit).
3. It is ______(full of beauty) day. Angelo is going to see his grandparents. He
will help them harvest mangoes today.
4. She has a________(full of power) to manage all things.
5. Dan is_________(full of hope) to see his friend again.
J. Additional activities for application or remediation
V .Remarks
VI.Reflection

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter SECOND
DAILY LESSON SUBJECT ENGLISH DATE
PLAN WEEK 6 DAY WEDNESDAY
I. Objectives Use the correct time expression to indicate an action in the present.
A. Content Standards Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
B. Performance Standards Speaks and writes using good command of the conventions of standard English.
C. Learning Competencies/Objectives
EN4G-IIf-6
(Write the LC code for each)
II. Content Time Expressions in the Present
III. Learning Resources chart, flashcards
References
1.Teacher’s Guide pages 171-172
2.Learner’s Materials pages 185-187
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Audio-visual presentation
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Say: There are many things that we do everyday. Let us read the sentences from
our story yesterday.
Refer to TG on p.171
B. .Establishing a purpose for the lesson Say: What time do the words in the chart tell? These are called time
expressions. These time expressions are in the present tense. What other time
expression do you know that indicates the present time?

The teacher will write on the board the time expressions that the pupils will
give. Possible answers: now,today,every time
C. Presenting examples/instances of the new lesson Read the selection below. Give the time expressions that denote the present
tense. Refer to LM, Read and Learn on p.185.

D. Discussing new concepts and practicing new skills #1 What are the time expressions you noted from the selection? These are the
time expressions that refer to actions in the present tense.

Note: The teacher will add the time expressions

E. Discussing new concepts and practicing new skills #2 Answer the Do and Learn.
Refer to LM on p. 186

F. Developing Mastery (Leads to Formative Assessment) Read the sentences carefully and write the correct time expressions.

1. Fish and frogs are friends. They play in the pond___________.

2. __________, they meet at the pond.

3. And_______ the tadpole discovers that he has two legs.

4. _________ the fish did not believe that the tadpole has legs.

5. __________ they quarrel. In the end, agree that “fish are fish and frogs are
G. Finding practical application of concepts and skills in daily
living
H. Making generalizations and abstractions about the lesson
I. Evaluating Learning
frogs”.
What are the words that indicate the time expressions in the present tense?
Directions: Answer the following questions using sentences with verbs
and time expressions.
1. What do you do every morning?
2. What does your family usually do on weekends?
3. What do you do before going to school?

4. Where does your family spend the summer vacation?

5. What do you do in school everyday?

J. Additional activities for application or remediation

V .Remarks
VI.Reflection

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter SECOND
DAILY LESSON SUBJECT ENGLISH DATE
PLAN WEEK 6 DAY THURSDAY
I. Objectives Write a short paragraph based on a two-level sentence outline.
A. Content Standards Demonstrates understanding of writing as a process.
B. Performance Standards Uses a variety of strategies to write informational and literary composition.
C. Learning Competencies/Objectives
EN4WC-IIf-6
(Write the LC code for each)
II. Content Writing a paragraph based on a two level sentence outline
III. Learning Resources chart
References
1.Teacher’s Guide pages 172-173
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Audio-visual presentation
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Recall the two level sentence outline they have done. What are the parts of the
sentce outline?
B. .Establishing a purpose for the lesson Say: Here is an outline. Have the pupils read the two point sentence outline
they made
Ask: What is the topic of the outline? What sentence states the topic? What
are the sub-topics? What sentences state the subtopics?
1. The bay of Sorsogon is home to large whale sharks.
A. They freely feed, grow and play everyday.
B. There’s a young whale who loves to play hide and seek
C. It hides very well.
C. Presenting examples/instances of the new lesson Based on the outline, what is the topic sentence? What does it express?

D. Discussing new concepts and practicing new skills #1 Let us write a paragraph based on our outline. What is the topic sentence?
What about the subtopics? Model how to write a paragraph.
E. Discussing new concepts and practicing new skills #2 The bay of Sorsogon is home to large whale sharks. They freely feed and grow
every day. Young whale sharks play here.

F. Developing Mastery (Leads to Formative Assessment) Have the pupils read the paragraph. Let us write a short paragraph about the
bamboo. What is our topic sentence? Based on the outline above, what are
the details? Ask the pupils to read the topic sentence. What do you think is
the paragraph about?

I. The bamboo is the giant of the grass family.

A. It can grow as big as trees.
B. It can grow in lowlands or in rolling hills.
 C. There are different kind of bamboos.

G. Finding practical application of concepts and skills in daily Make your own paragraph based on the following outline.
living
I. Different movements of frog.
A. dives into the water
B. swims in the pond.
C. hops on land
D. leaps for food
H. Making generalizations and abstractions about the lesson How do we write a paragraph based on a two level sentence outline?
I. Evaluating Learning Directions: Write a short paragraph based on this.

Taking care of fish.

A. Keep the aquarium clean
B. Feed the fish daily
C. Keep it away from cats.
J. Additional activities for application or remediation
V .Remarks
VI.Reflection

A. No. of learners who earned 80% of the formative assessment

B. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?

SCHOOL Cabayabasan Elem. School Grade Level FOUR

GRADE 1 to 12 TEACHER Florante C. Alconcel Quarter SECOND
DAILY LESSON SUBJECT ENGLISH DATE
PLAN WEEK 6 DAY FRIDAY
I. Objectives Write a short paragraph based on a two-level sentence outline.
a. Content Standards Demonstrates understanding of writing as a process.
b. Performance Standards Uses a variety of strategies to write informational and literary composition.
c. Learning Competencies/Objectives
EN4WC-IIf-6
(Write the LC code for each)
II. Content Writing a paragraph based on a two level sentence outline
III. Learning Resources chart
References
1.Teacher’s Guide pages 172-173
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Audio-visual presentation
IV.Procedures
A.Reviewing previous lesson or presenting the new lesson Recall the two level sentence outline they have done. What are the parts of the
sentce outline?
B.stablishing a purpose for the lesson Say: Here is an outline. Have the pupils read the two point sentence outline
they made
Ask: What is the topic of the outline? What sentence states the topic? What
are the sub-topics? What sentences state the subtopics?
1. The bay of Sorsogon is home to large whale sharks.
A. They freely feed, grow and play everyday.
B. There’s a young whale who loves to play hide and seek
C. It hides very well.
C.Presenting examples/instances of the new lesson Based on the outline, what is the topic sentence? What does it express?

D.Discussing new concepts and practicing new skills #1 Let us write a paragraph based on our outline. What is the topic sentence?
What about the subtopics? Model how to write a paragraph.
EDiscussing new concepts and practicing new skills #2 The bay of Sorsogon is home to large whale sharks. They freely feed and grow
every day. Young whale sharks play here.

F.Developing Mastery (Leads to Formative Assessment) Have the pupils read the paragraph. Let us write a short paragraph about the
bamboo. What is our topic sentence? Based on the outline above, what are
the details? Ask the pupils to read the topic sentence. What do you think is
the paragraph about?

I. The bamboo is the giant of the grass family.

A. It can grow as big as trees.
B. It can grow in lowlands or in rolling hills.
C. There are different kind of bamboos.

g. Finding practical application of concepts and Make your own paragraph based on the following outline.
skills in daily living
I. Different movements of frog.
A. dives into the water
B. swims in the pond.
C. hops on land
D. leaps for food
h. Making generalizations and abstractions about
How do we write a paragraph based on a two level sentence outline?
the lesson
i. Evaluating Learning Directions: Write a short paragraph based on this.

Taking care of fish.

A. Keep the aquarium clean
B. Feed the fish daily
C. Keep it away from cats.
j. Additional activities for application or
remediation
V .Remarks
VI.Reflection
C. No. of learners who earned 80% of the formative assessment
D. No. of learners who require additional activities to remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
aqG. What innovation or localized material did I use/discover which
I wish to share with other teachers?